The Elementary Chinese Teaching Of "International School" In Wuhan

With the continuous development of economic globalization and China’s comprehensive national strength enhances unceasingly, more and more people start to learn Chinese all over the world. Teaching Chinese as a foreign language gradually get the attention of people as an emerging discipline.Chinese teaching in the"International school",which is a product of economic globalization, is an important part of teaching Chinese as a foreign language.In this paper, through questionnaires, teacher interviews, data access Internet or books and other ways, we know the basic situation of the Yangtze international school and the maple leaf international school in Wuhan, and analyzed the shortcomings of their primary Chinese teaching:in the view of teachers, there are some non-professional Chinese teachers, and the percentage of men and women teachers is not coordinated;in the view of students, the Chinese level of students in the same class have a big differences, leading to multiple levels of teaching, students lack of learning motivation and enthusiasm; in the view of curriculum,less attention has been paid to Chinese teaching, and the Chinese culture teaching is not enough. To solve these problems, the paper puts forward some suggestion:arranging more training for teachers; holding cultural exchange activities; teachers use task-based teaching method to manage the class; adopting diversified teaching methods to improve students’ enthusiasm.Moreover, from the aspects of teaching object, teaching idea, teaching goal and the teaching method, the article compared the junior Chinese teaching of international school and the Chinese teaching of ordinary primary and middle school, finding out their different features:The language teaching of domestic elementary school pays attention to training students’independent thinking ability, so as to promote the all-round development; Teaching Chinese as a foreign language of international school pays attention to conversation practice, in order to improve the students’ cross-cultural communicative ability.By defining the difference, we can promote both of them learn from each other and make progress together.